An agile concept inventory methodology to detect large sets of student misconceptions in programming language courses -- A Transformer-Based Approach for the Automatic Generation of Concept-Wise Exercises to Provide Personalized Learning Support to Students -- Generative Pre-trained Transformers for Coding Text Data? An Analysis with Classroom Orchestration Data -- What Makes Problem-Solving Practice Effective? Comparing Paper and AI Tutoring -- Exploring Indicators for Collaboration Quality and its Sub-Constructs in Classroom Settings using Multimodal Learning Analytics -- The Promise of Physiological Data in Collaborative Learning: A Systematic Literature Review -- A Learning Design to support transfer of training in Continuing Education -- Implementing a VR/AR Tool in a European University: Priorities and Challenges -- Student Perception of Social Comparison in Online Learning - An Exploratory Study -- Relation between Student Characteristics, Git Usage and Success in Programming Courses -- The "How" Matters: Evaluating different Video Types for Cybersecurity MOOCs -- Role of Multimodal Systems in Computer-Assisted Learning: A Scoping Review -- Broader and Deeper: A Multi-Features with Latent Relations BERT Knowledge Tracing Model -- Why you should give your Students Automatic Process Feedback on their Collaboration: Evidence from a Randomized Experiment -- Interactive Web-based Learning Materials vs. Tutorial Chatbot: Differences in User Experience -- Assessing the Quality of Multiple-Choice Questions: Automated Methods for Identifying Item-Writing Flaws -- Early Prediction of Learners At-risk of Failure in Online Professional Training Using a Weighted Vote -- How to characterize and analyze the computational thinking skills of a learning game?- Evaluating ChatGPT's Decimal Skills and Feedback Generation to Students' Self-explanations in a Digital Learning Game -- Designing a Revision system: An Exploratory Qualitative Study to Identify the Needs of French Teachers and Students -- Evaluation of a hybrid AI-human recommender for CS1 instructors in a real educational scenario -- Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design -- Single or Multi-page Learning Analytics Dashboards? Relationships between Teachers' Cognitive Load and Visualisation Literacy -- Designing technology for doctoral persistence and well-being: Findings from an two-country value-sensitive inquiry into student progress -- A critical consideration of the ethical implications in learning analytics as data ecology -- Learning to Give Useful Hints: Assistance Action Evaluation and Policy Improvements -- Understanding CSCL Peer Feedback Contributions: An Automated Content Analysis Approach -- AI and blinded for review to educate adolescents about Social Media Algorithms: Insights about AI overdependence, trust and awareness -- Analyzing Learners' Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach -- Here or There? Differences of On-Site and Remote Students' Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms -- Exploring the Potential of Immersive Virtual Environments for Learning American Sign Language -- Towards Improving the Reliability and Transparency of ChatGPT for Educational Question Answering -- How Do Teachers Search for Learning Resources? a Mixed Method Field Study -- Automated Detection of Students' Gaze Interactions in Collaborative Learning Videos: A Novel Approach -- Pedagogically-informed Implementation of Reinforcement Learning on Knowledge Graphs for Context-aware Learning Recommendations -- Designing teacher professional development to address student stress in the post-pandemic educational ecosystem -- Lateral Reading Against Misinformation: The Cognitive Processing LevelMediates the Intervention Effect on the News Credibility Assessment Performance -- Exploring students' problem-solving challenges in self-regulated learning through training video prompts -- Facilitating and hindering aspects of Technology-Enriched Challenge-Based Learning in a European University International Network Initiative -- Digitally supported learning processes in schools. Implicit theories on learning activities with digital media: An interview study with teachers on the implementation -- Transferring Digital Competences for Teaching from Theory into Practice Through Reflection -- "Feedback is not embarrassing but helpful :)" - an exploratory study on the applicability of constructive feedback checklists for lecturers in online learning settings -- Enhancing Learning Mobility with A Community-Based Micro-Credential e-Portfolio Platform Service for Higher Education -- Discussing Objective Performance Metrics for the Application of Extended Realityin Neurosurgical Training: Towards Consistent Domain-Wide Agreement -- Multimodal Analytics for Collaborative Teacher Reflection of Human-AI Hybrid Teaching: Design Opportunities and Constraints -- Computational Analysis of Audio Recordings of Piano Performance for Automatic Evaluation -- Barrier-free dissemination of medical knowledge: Challenges and solutions for individuals with visual impairments -- Process mining on students' web learning traces: a case study with an ethnographic analysis -- "TRINE 4D Pedagogical Model": Designing Teaching Scenarios for Using Telepresence Robots in Education -- Traceability by Design: Design of an Interactive System to Improve the Automatic Generation of Git Traces during a Learning Activity -- Towards Designing and Evaluating an Adaptable Assistance System for Technology-Enhanced Vocational Education -- Learning with the School Library: Mapping Technology Enhanced Learning Underpinnings -- Learning Path Recommendation from an Inferred Learning Space -- Exploring barriers for the acceptance of Smart Learning Environment automated support -- FAMS, a Formative Assessment Management System for Generating Individualised Feedback -- The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams -- Support Mechanisms and Value Creation in Multi-Stakeholder Networks for Digital Innovation in Education: A Cross-Country Study -- Live Coding and Instant Feedback on Common Issues in Large Lectures -- Supporting Remote Students through Utilizing Web-based Exercise-templates and a Mobile Learning Chatbot for Creating and Interacting with Learning Materials -- An Evaluation System to Trace the Usage of the OER Conversion Tool (convOERter) -- Technology Enhanced Training in Medical Multi-User Scenarios -- A teacher professional development tool for creating and sharing research lessons on evidence-based teaching strategies -- CERSEI:Cognitive Effort based Recommender System for Enhancing Inclusiveness -- A Student-Centered Learning Dashboard Towards Course Goal Achievement in STEM Education -- Augmented Intelligence in Tutoring Systems: A Case Study in Real-time Pose Tracking to Enhance the Self-Learning of Fitness Exercises -- The HCA Framework - a storification model to support and facilitate gamification design -- Evaluating Usability and User Feedback in an Immersive Virtual Reality Environment for Computer Science Education -- Responsive Narrativity in Gamified Situational Judgment Tests: A Dynamic System for Enhanced Soft Skills Development -- LA-ReflecT: multimodal data-informed reflective learning platform -- Statoodle: A learning analytics tool to analyze Moodle students' actions and prevent cheating -- An enrollment learning dashboard to enhance decision-making for students and advisors -- xAPI Logging in Moodle -- PEER: Empowering Writing with Large Language Models -- Using accessible motion capture in educational games for sign language learning.

This book constitutes the proceedings of the 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, held in Aveiro, Portugal, in September 2023. The 34 full papers included in this volume were carefully reviewed and selected from 126 submissions. Additionally, 24 posters and 16 demonstration papers were included in the proceedings. The papers focus on sustainable teaching and learning practices in the post-pandemic educational ecosystem. .